‘In Curaçao They Celebrate King's Day Abundantly!’ – Diachronic Representation of (Post)colonial Communities in Dutch Geography Textbook Discourse (1946–2018)

Postcolonial textbook research leads us to reflect on the representation of (post)colonial communities in educational media for adolescents in geography education. This paper contributes to this scholarship through Critical Discourse Analysis tracing how nine Dutch geography textbooks (1946–2018) have represented such communities from Indonesia, Suriname and ‘the Dutch Antilles’ in texts and images over time. Results suggest that ethno‐ and androcentrism prevailed across the time span, despite different framing of more recent textbook content (2003; 2018), and few strategies were employed to include multiperspectivity and subaltern voices. We discuss how geography textbooks could evolve in the light of inclusive geography education in the 21st century.